SIOP Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students
· Should correlate with school, district, or state standards · Need to be written:
o In terms of what students will learn to do
o Be stated simply and clearly
o Orally and in writing
o Tied to specific grade-level content standards
o Limit content objectives to one or two per lesson to reduce the complexity
(Echevarria, Vogt, & Short, 2008) SIOP Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students
· Needs to be written
o Be stated simply and clearly
o Orally and in writing · Process-oriented or Performance-oriented · ELLs tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing) · English language objectives (ELD) and English as a second language (ESL) standards (Echevarria, Vogt, & Short, 2008) Click here for a Google Doc list of creative ways to share objectives with students. SIOP Feature 3: Content Concepts Appropriate for Age and Educational Background
· When planning lessons around concepts consider the following:
o Students’ L1 literacy
o Their L2 proficiency
o Their reading ability
o The cultural and age appropriateness of L2 materials
o The difficulty level of the material to be read · Activate prior knowledge · Task Analysis- a process when you carefully analyze the requisite knowledge a student must possess in order to understand what is being taught
o This will lessen the gap between what students know and what they must learn · Modify lesson to include background building
o Ex: mini lesson- used to introduce key concepts and vocabulary
http://www.lhes.ccs.k12.nc.us/images/image36.gif
(Echevarria, Vogt, & Short, 2008) SIOP Feature 4: Supplementary Materials Used to a High Degree
· Used to support the core curriculum and contextualize learning · Enhance meaning and clarify confusing concepts · Supports different learning styles · Uses all senses (sight, hearing, smelling, feeling) · Allows students to bridge prior experiences with new learning · Examples:
o Hands-on Manipulatives
o Realia
o Pictures
o Visuals
o Multimedia
o Demonstrations
o Related Literature
o Hi-lo Readers
o Adapted Text
(Echevarria, Vogt, & Short, 2008) SIOP Feature 5: Adaptation of Content to All Levels of Student Proficiency
· Adapt with content concepts still present · Use throughout the lessons at any point · Many modifications will help struggling non-ELLs · Suggested adaptations:
o Graphic Organizers
o Outlines
o Leveled Study Guide
o Highlighted Text
o Taped Text
o Adapted Text
o Jigsaw Text Reading
o Marginal Notes
o Native Language Texts
(Echevarria, Vogt, & Short, 2008) SIOP Feature 6: Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities
· Lessons should include language practice (oral and written) · Make activities “authentic” to learning · Emphasize real life experiences to connect content to background knowledge
(Echevarria, Vogt, & Short, 2008)
If you liked the Recipe Activity - Check out more ideas on this link
Lesson Preparation
SIOP Feature 1:
Content Objectives Clearly Defined, Displayed, and Reviewed with Students
· Should correlate with school, district, or state standards
· Need to be written:
o In terms of what students will learn to do
o Be stated simply and clearly
o Orally and in writing
o Tied to specific grade-level content standards
o Limit content objectives to one or two per lesson to reduce the complexity
(Echevarria, Vogt, & Short, 2008)
SIOP Feature 2:
Language Objectives Clearly Defined, Displayed, and Reviewed with Students
· Needs to be written
o Be stated simply and clearly
o Orally and in writing
· Process-oriented or Performance-oriented
· ELLs tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing)
· English language objectives (ELD) and English as a second language (ESL) standards
(Echevarria, Vogt, & Short, 2008)
Click here for a Google Doc list of creative ways to share objectives with students.
SIOP Feature 3:
Content Concepts Appropriate for Age and Educational Background
· When planning lessons around concepts consider the following:
o Students’ L1 literacy
o Their L2 proficiency
o Their reading ability
o The cultural and age appropriateness of L2 materials
o The difficulty level of the material to be read
· Activate prior knowledge
· Task Analysis- a process when you carefully analyze the requisite knowledge a student must possess in order to understand what is being taught
o This will lessen the gap between what students know and what they must learn
· Modify lesson to include background building
o Ex: mini lesson- used to introduce key concepts and vocabulary
SIOP Feature 4:
Supplementary Materials Used to a High Degree
· Used to support the core curriculum and contextualize learning
· Enhance meaning and clarify confusing concepts
· Supports different learning styles
· Uses all senses (sight, hearing, smelling, feeling)
· Allows students to bridge prior experiences with new learning
· Examples:
o Hands-on Manipulatives
o Realia
o Pictures
o Visuals
o Multimedia
o Demonstrations
o Related Literature
o Hi-lo Readers
o Adapted Text
(Echevarria, Vogt, & Short, 2008)
SIOP Feature 5:
Adaptation of Content to All Levels of Student Proficiency
· Adapt with content concepts still present
· Use throughout the lessons at any point
· Many modifications will help struggling non-ELLs
· Suggested adaptations:
o Graphic Organizers
o Outlines
o Leveled Study Guide
o Highlighted Text
o Taped Text
o Adapted Text
o Jigsaw Text Reading
o Marginal Notes
o Native Language Texts
SIOP Feature 6:
Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities
· Lessons should include language practice (oral and written)
· Make activities “authentic” to learning
· Emphasize real life experiences to connect content to background knowledge
(Echevarria, Vogt, & Short, 2008)
If you liked the Recipe Activity - Check out more ideas on this link
Product Grid and other Resources
Bloom's Grid with Ideas and Activities for Each Level:
For more Information on Bloom's Taxonomy - Click Below
Blooms Taxonomy
For activities related to Lesson Preparation, Click Here.
The next component in the SIOP model is Building Background.
Home